The present research involves teachers' attitudes. In the first phase, individual teachers from inner city schools were interviewed according to a procedure whereby selected samples of tapes of various dialects were played and the teacher was asked to describe her impressions of the child. Adjectives from these free-responses formed the basis for the development of rating scales that were eventually used to obtain quantitiative data on teachers' attitudes. In subsequent phases of the research, sample groups of teachers from the same population were administered selected tapes from the above materials, which they then rated on scales like the one above. Another series of studies used videotapes of childrens' speech samples. The tapes included samples of children from Anglo, Black, and Mexican-American families and within each of these groups, children from low or middle status families. The adjectives used by small samples of teachers who viewed and described their impressions of the children in the videotapes were again used as a basis for developing rating scales. Just as the present studies imply a bias in teachers' attitudes toward nonstandardness, they also suggest ways to measure such bias and still more to gauge the effects of teacher training. (CK)